Unit & Timeline

Standard Objectives

Dystopian Literature Study, 5 weeks

-        Book Circles

-        Review of Literary

Texts Studied: (choice novels)

-        1984

-        Fahrenheit 451

-        A Brave New World

Essential Questions:

-        How do dystopian novels critique society, and what warnings or messages do they offer about government, technology, and human nature?

-        How do characters in dystopian literature respond to oppression and control, and what do their actions reveal about individual power, resistance, and survival?

Reading for All Purposes

• 9.2.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences drawn from the text.

• Objective: Students will use textual evidence to support their analysis of dystopian themes, character development, and societal critiques in their chosen novel.

• 9.2.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

• Objective: Students will identify and track major dystopian themes (e.g., government control, loss of individuality, surveillance) and discuss how these themes evolve in their novels.

• 9.2.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

• Objective: Students will evaluate how protagonists and antagonists develop in response to dystopian conflicts, discussing character motivation and transformation in group meetings.

• 9.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

• Objective: Students will analyze how authors use language and tone to build oppressive, suspenseful, or bleak atmospheres in dystopian settings.

• 9.2.5: Analyze how an author’s choices concerning how to structure a text create effects such as mystery, tension, or surprise.

• Objective: Students will discuss how pacing, chapter breaks, and narrative perspective influence reader engagement and understanding of dystopian societies.

Writing and Composition

• 9.3.1: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

• Objective: Students will write analytical essays comparing themes across their dystopian novels, focusing on how different authors critique society.

• 9.3.2: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

• Objective: Students will create an original dystopian short story, incorporating elements from their group discussions and novels.

Research and Reasoning

• 9.4.1: Conduct short as well as more sustained research projects to answer a question or solve a problem; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

• Objective: Students will research real-world connections to their dystopian novels, such as historical or contemporary parallels, and present their findings during group meetings.

• 9.4.2: Draw evidence from literary or informational texts to support analysis, reflection, and research.

• Objective: Students will integrate secondary sources (e.g., articles, documentaries, historical texts) to deepen their understanding of the social and political themes in dystopian literature.

Speaking and Listening

• 9.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grades 9–10 topics, texts, and issues.

• Objective: Students will engage in structured discussions every three class sessions, sharing insights, questioning interpretations, and debating ethical dilemmas within their novels.

• 9.1.2: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives behind its presentation.

• Objective: Students will compare film adaptations, book covers, or propaganda from dystopian societies and evaluate their impact on audience perception.

• 9.1.3: Present information, findings, and supporting evidence clearly and concisely so listeners can follow the line of reasoning.

• Objective: At the end of the unit, students will present their group’s analysis of their dystopian novel, highlighting key themes and their relevance to today’s world.

Unit & Timeline

Standard Objectives

Novel Study, 5-6 weeks

Texts Studied:

-       Lord of the Flies by William Golding

Reading for All Purposes

·       9.2.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences drawn from the text.

• Example: Students use quotes from Lord of the Flies to support ideas about character motivations and emerging conflicts.

·       9.2.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text; provide an objective summary of the text.

• Example: Students trace how the theme of civilization vs. savagery evolves as the boys’ society on the island deteriorates.

·       9.2.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of the text, interact with other characters, and advance the plot or develop the theme.

• Example: Students examine the changing dynamics among Ralph, Jack, and Piggy and how these interactions drive the plot.

·       9.2.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

• Example: Students analyze the descriptive language Golding uses to create an atmosphere of tension and fear.

·       9.2.5: Analyze how an author’s choices concerning how to structure a text create effects such as mystery, tension, or surprise.

• Example: Students discuss how Golding’s pacing builds suspense and foreshadows key events.

Writing and Composition

·       9.3.1: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

• Example: Students write an essay explaining how Golding uses symbolism (e.g., the conch, Piggy’s glasses) to reflect the breakdown of order.

·       9.3.2: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

• Example: Students craft a narrative from a secondary character’s perspective, integrating the tension and conflict evident in the novel.

Research and Reasoning

·       9.4.1: Conduct short as well as more sustained research projects to answer a question or solve a problem; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

• Example: Students research historical or psychological theories related to group behavior and mob mentality, then connect findings to the boys’ actions on the island.

·       9.4.2: Draw evidence from literary or informational texts to support analysis, reflection, and research.

• Example: Students incorporate textual evidence from Lord of the Flies alongside informational texts or articles about human behavior in crisis situations.

Speaking and Listening

·       9.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grades 9–10 topics, texts, and issues.

• Example: Students engage in Socratic seminars exploring the ethical dilemmas and leadership conflicts in Lord of the Flies.

·       9.1.2: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives behind its presentation.

• Example: Students compare various film adaptations or artwork inspired by the novel to discuss how the theme of civilization vs. savagery is emphasized or altered.

Unit & Timeline

Standard Objectives

Novel Study, 3 weeks

Texts Studied:

-        Excerpt from The Grapes of Wrath by John Steinbeck

-        Of Mice and Men by John Steinbeck

Reading for All Purposes

9.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences drawn from the text.

• Objective: Students will cite specific evidence from Of Mice and Men to support analysis of themes like the American Dream or loneliness, as well as inferences about characters’ actions and motivations.

9.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

• Objective: Students will identify central themes (e.g., friendship, dreams, isolation) and track how they evolve as the story progresses.

9.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

• Objective: Students will analyze characters like George and Lennie, focusing on how their relationship and personal conflicts drive the plot and influence key themes.

9.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

• Objective: Students will interpret Steinbeck’s use of figurative language, such as metaphors, similes, and symbolism, and examine how word choice creates the novel's tone of despair or hope.

9.5: Analyze how an author’s choices concerning how to structure a text create effects such as mystery, tension, or surprise.

• Objective: Students will analyze Steinbeck’s pacing and the gradual buildup of tension, especially in the lead-up to the novel’s tragic conclusion.

9.6: Analyze a particular point of view or cultural experience reflected in a work of literature.

• Objective: Students will explore how Steinbeck reflects the cultural experience of migrant workers during the Great Depression, examining how this affects the characters’ actions and outcomes.

Writing and Composition

9.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant evidence.

• Objective: Students will write argumentative essays that take a stance on major issues in the novel, such as the ethical implications of George’s final decision, using evidence from the text to support their arguments.

9.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.

• Objective: Students will write explanatory essays that explore themes like friendship, isolation, or the pursuit of dreams in Of Mice and Men.

Research and Reasoning

9.7: Conduct short as well as more sustained research projects to answer a question or solve a problem, synthesizing multiple sources on the subject.

• Objective: Students could conduct research on the historical context of the Great Depression and migrant labor to better understand the characters’ struggles and how real-life events shaped Steinbeck’s novel.

9.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

• Objective: Students will integrate evidence from both the novel and research sources to support their essays on themes or historical connections in Of Mice and Men.

Speaking and Listening

9.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others’ ideas and expressing their own clearly.

• Objective: Students will participate in class discussions or Socratic seminars on topics like the moral dilemmas in the novel, responding thoughtfully to their peers’ viewpoints.

9.4: Present information and findings clearly, concisely, and logically so listeners can follow the reasoning and organization.

• Objective: Students will present their analysis of key themes or characters in Of Mice and Men, using evidence from the text to support their conclusions.

Unit & Timeline

Standard Objectives

Foundations, 1 week

-        Review of Literary Elements

-        Pre Assessments

Short Stories, 2 weeks

Texts Studied:

-        Harrison Bergeron

-        The Veldt

-        Marionettes Inc.

-        Robot Dreams

-        Supertoys Last All Summer Long

Reading for All Purposes

• 9.2.1: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
• 9.2.2: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
• 9.2.3: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
• 9.2.4: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Writing and Composition

• 9.3.1: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
• 9.3.2: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Research and Reasoning

• 9.4.1: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
• 9.4.2: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Speaking and Listening

• 9.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
• 9.1.2: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.